DRAFT: This module has unpublished changes.

Demonstrates knowledge of the diverse ways in which students develop and learn by providing learning opportunities that support students’ intellectual, physical, emotional, and social development.  Candidate performance demonstrating the following capabilities informs this standard. 

 

The ability to:

  1. Discern individual, student and group differences (e.g., intellectual, cultural, social).
  2. Support individual student’s physical, social, emotional, cognitive, and moral development.
  3. Observe how students learn and thus ascertain different learning styles.
  4. Identify when and how to access appropriate services or resources to meet learner’s needs.
  5. Identify and design instruction appropriate to students’ stages of development, learning styles, strengths, and needs.
  6. Make appropriate provisions and adaptations for individual students who have particular learning differences or needs.
  7. Understand and make connections to students’ experiences and backgrounds in planning and implementing curriculum.
  8. Demonstrate understanding of and sensitivity to issues of diversity and equity during the design and assessment of instruction.
DRAFT: This module has unpublished changes.

 Artifacts

Riverton Elementary - 2 & 3 grade 

 

3. Observe how students learn and thus ascertain different learning styles.

 

5. Identify and design instruction appropriate to students’ stages of development, learning styles, strengths, and needs.

 

 

This project allowed students to be creative makers. Students made their own surrealist animals, morphing at least 3 animals together to make one. With provided visuals and steps, students were able to grasp concept of combining and morphing animals. Also to improve student's understand, I provided packets with 20 different animals from many different geographical areas. Students were able to use the packets to reference each animals specific characteristics and features. Also after teaching one class period, I noticed students might need some extra practice before making their final animal so I provided practice paper for students. Students were provided a guide to ways to make their morphed animals. They had the opportunity to pick and choose their own animals and features. 

 

 

Visual Board

 

 

 

 

 

  

Brunswick High School: 


2. Understand and make connections to students’ experiences and backgrounds in planning and implementing curriculum.

 

Students did not have a strong understanding of abstract art. To help students understand more clearly I made a slide show introducing abstract artist. 

 

Art 3 Slide Dialog.pdf

 

 

5.  Identify and design instruction appropriate to students’ stages of development, learning styles, strengths, and needs.

 

Riverton Elementary: Tropical Birds- Students needed guidance on how to draw a bird. First students established features of a bird, feathers, wings, beak, and feet. Then we discussed body shape and head. We went through each drawing step to ensure all student understanding. 

 

 

DRAFT: This module has unpublished changes.